The Investigation And Research On The Present Situation Of Class’ Educational Environment Of Rural Preschool In Henan Province

The class’ educational environment of kindergartens as an important part of kindergarten’s educational environment, is the environment that children often contact with and has extremely vital significance to the behavior and development of young children. With the degree of attention and support that the country pays to the rural preschool education enlarging, the rural preschool education obtains a bigger development and research-results about the rural preschool education are increasingly rich, but the researches on the current situation of rural preschool’s education environment, especially on the current situation of class’ educational environment of rural kindergarten are rarely, mostly studying an environmental factor of the rural kindergarten’s class. Because Henan province is a big agriculture province in our country, this study takes Henan Province as an example to study class’ educational environment of rural kindergarten, and investigates the current situation of class’ education environment, finds and analyzes the existing problems, and correspondingly puts forward feasible suggestions to cause the educational administration personnels, the theoretical workers and practice workers of preschool education to concern and consider class’ education environmental of rural preschool.This study researches class’ educational environment of rural kindergarten by comprehensively using questionnaires, observation, interviews and other research methods though selecting rural kindergartens of three cities in Henan Province. "The scale of class’ educational environment of kindergartens" is used to investigate in larger range class’ educational environment of rural kindergartens of three cities in Henan Province. The researcher issued a total of 263 copies, effective questionnaire of which was 255, and efficiency is 97%. At the same time, three rural kindergartens of the three cities in Henan Province were treated as the main objects of the study. By collecting and arranging and analyzing the data, the study obtains the following conclusions: 1. the overall current situation of class’ educational environment, pay more attention to formal education activities and physical environment, ignore the environment of life activities and interpersonal interaction in different degree, especially the environment of interpersonal interaction. 2.the current situation of physical education environment, tables and chairs are suitable, but space lacks planning, toys and books are insufficient, and the main-body status of children’ creating wall environment is missing. 3. the current situation of the environment of life activities, the activities of entering the kindergarten and leaving from the kindergarden are better, nap time is basically rational, but did not provide a reasonable diet for the children, the equipment for washing and drinking water is not sound. 4. the current situation of the environment of educational activities, the curriculum is not comprehensive and not in conformity with the requirement of the "Outline"; the teaching form is single and the collective teaching is main; use pictures, videos etc. to implement teaching, but necessary books and toys are lack; cognition as a main index of measuring children’s development, ignore the assessment of children’s emotion, sociability etc. 5. the current situation of the environment of interpersonal interaction, in the life activities and educational activities, interaction among children is lack of supporting environment; interaction between teachers and the class is the main type of interaction, interaction between teachers and children in learning activities is in the dominant; the relationship among teachers is harmonious, but the classes are not equipped with two teachers and a nurse according to the provisions of the state; teachers and parents are mutually respective, but lack of substantive communication.According to the requirement of the "kindergarten’ work-rules" for class’ educational environment of preschool, the researcher finds that it exists the following problems: 1. class’ educational environment as a whole, pay more attention to the formal curriculum, ignore the potential courses; attach importance to the creation of material environment, neglect the creation of interpersonal environment. 2. material education environment, the space is insufficient, and lack of planning; hardware facilities is not perfect, game materials and books are lack; the main status of children’s creating wall environment is missing. 3. class’ environment for life activities, lunch nutrition is not balanced, and lunch exists the risk of security; education of life activities is not highlighted. 4. class’ environment for educational activities, too much emphasis on intellectual development, ignore the cultivation of non intelligence factors; the curriculum is not comprehensive, five areas is not balanced; the teaching form is single and the collective teaching is main. 5. class’ environment for interpersonal interaction, the interaction between teachers and children is less concerned about children’s need of emotion and social interaction, teachers do not create the supporting environment to cause the interaction among children, the communication and cooperation between teachers and teachers, between teachers and parents is lack.Based on the above issues, the researcher tries to put forward the following suggestions: 1. to use the idea of the potential curriculum to guide the creation of class’ educational environment of rural kindergarten. 2. to insist on the unity of educational and artistic quality of class’ material environment. 3. to explore the educational function of the environment of life activities, to highlight its education. 4. to optimize the environment of educational activities, to maximize its educational value. 5. to take the creation of the environment for interpersonal interaction seriously.